Dual nature of Dr Jekyll and Mr Hyde and the duality between good and evil Essay Example for Free

Dual nature of Dr Jekyll and Mr Hyde and the duality between good and evil Essay The struggle between Dr Jekyll and Mr Hyde reflects upon the duality of man, in between good and evil. Robert Louis Stevenson wrote the novel in the 1800 where T.V and other forms of entertainment didnt exit, therefore the Victorian audience, found it entertaining to read. The novel explores the attitudes of the Victorians people with regard to their obsession with keeping a respectable society However, despite this public decency, Stevenson appears to be suggesting that underneath the surface, peoples behaviour was not quite as respectable as it should be. Stevenson believed that there is light and dark in all of mankind- man is not truly one, but truly two. Most of the characters are seem as having professions considered to be important and influenced, such as lawyers, doctors and politicians, all representing respectability. Mr Jekyll liked to indulge in pleasures but his status prevented him to do so, he creates an alter ego for himself to live out his passions. Dr Jekyll dependence on Mr Hyde became an addiction, although Jekyll says that he can be rid of Mr Hyde at any point his lack of control helps Mr Hyde to over power him and take over. Robert Louis Stevenson was born and bread in Edinburgh. He was a very sick boy thought his childhood which had confined him to a bed. His nurse used to read to him the Pilgrims Progress and the Old Testament, telling him stories about evil, causing him to suffer nightmares. Stevenson grew up in Edinburgh which itself had two faces on one hand the modest, religious and respectable New Town and on the other hand a bohemian Edinburgh- the dark one. This Edinburgh was symbolized with brothels and shadiness. The contrast of the two was a bit like the nature of Dr Jekyll and Mr Hyde. The story of Dr Jekyll and Mr Hyde is largely allegorical. In the first chapter we see the theme of duality when the two characters Utterrson and Enfield are a taking a walk and they see a door which described as bore in every feature the marks of prolonged and sordid negligence. The door stood out from the rest of the street because all the other buildings were well kept. Mr Enfield has a flash back, he remembers the time Mr Hyde tramples over the girl and describes him as a juggernaut. The first victim of Hyde was the little girl. I think the reason why Stevenson chose a little to be the first victim of Hyde is because a child represents innocence and he is trying to say that Hyde is pure evil with a cold heart. The description of the street reinforces the theme of duality because it is a dingy neighbourhood and there are shops like rows of smiling women this raises a question why is Dr Jekyll living in a tawdry neighbourhood. Jekyll appearance is a lot different from Hyde he is smoothed face where as Hyde looks as if though he is deformed and short. I think the reason why Hyde is short is because the evil side of Dr Jekyll hasnt developed properly. Hyde becomes Jekylls demonic, monstrous self. Stevenson presents him as such from the outset. Hissing as he speaks, Hyde has a kind of black sneering coolness.like satin. He also strikes those who witness him as being deformed, pale and dwarfish As the story progresses, Hyde becomes more and more violent, culminating with the death of Sir O.Carew. The maid describes the murder as horrific but before the murder there is a pleasant description of the setting the soft, clear night, the romantic nature of the maid, the full moon, and the sweet loveliness of the old man. This is another example of the use of duality and the theme of good and evil because Stevenson describes the setting with a romantic aroma full moon but then everything changes from good to evil. The horrific description of the murder includes a storm of blows and bones being audibly shattered once again Hyde is described as disgusting looking. The description implies Stevenson views of the world of certain, inherent evilness in people, something that can be detected by merely glancing at a person. Stevenson explores the theme of double through symbols and characters. Most of the novel is set at night, and the fog becomes almost a character hiding people in the city. Where ever wine is present there is positive happening but it can also symbolize evil because too much wine can transform a person making him drunk. This happens to be like Dr Jekyll and Mr Hyde, when he drinks the potion. Stevenson tries to create an atmosphere which is based on (emphasise) tension between order and disorder-duality. He finds the truth. However, even Utterson seems to have a double life, and in his quest he examines his own conscience and the lawyer, scared by the thought, brooded a while in his own past, groping in all the corners of memory, lest by chance some Jack-in-the-Box of an old iniquity should leap to light there Dr Lanyon dies because he was exposed to the pure evilness of Jekylls experiment that went wrong. The evil, Jekyll created, killed Dr Lanyon, indirectly. When forced to confront his divided self, Lanyon could not bear to think that he may have his own Mr Hyde in him. So he kills himself.

Application Of Mechatronics In Automobiles Engineering Essay

Application Of Mechatronics In Automobiles Engineering Essay Most of them spend lot of time with their Automobiles. Every ones expectations is for better performance, safe to drive, user friendly and security in the ongoing development of Automobiles. Modern mechatronics can be applied to make their expectations come true with smarter mechanisms, via improved efficiencies, speed controls and system interaction. Disclaimer I declare the following to be my own work, unless otherwise referenced, as defined by the Universitys policy on plagiarism. Introduction Before the evolution of Information technology and microprocessor embedded mechanical systems, Mechatronics was simple and mainly focused on servo-technology, such as automotive door openers, servo valves and AC/DC servo motors etc. Nowadays the mechanical systems are reliable, accurate and have a very high efficiency especially in automobiles with electronic engine controls technology that enabled the on-impact triggering of airbags, evolution of sophisticated sensors, active and passive safety devices has predicted a record in car navigation system. 4.0 Applications 4.1 Car engine management Fig: 1 Car engine management Car engine management system consists of many electronic control systems involving microcontrollers, the engine control system being one, its aim is to control the amount of fuel to be injected into each cylinder, ignition, Engine revolution limit, turbochargers wastage control, variable cam timing and gear controls. The system consists of sensors supplying, after suitable signal conditioning, the input signals to the microcontroller and its providing output signals via drivers to actuate actuators. Figure: 1 shows some of these elements in relation to an engine. The engine speed sensor is an inductive sensor, basically a toothed metal disk mounted on the crank shaft and stationary detector that functions to cover a magnetic coil through which the current passes through, as these metal teeth begins moving past the coil, the magnetic field is distracted and thus a wave of pulses in the current is created. The temperature sensor is usually a thermistor whose resistance varies according to the temperature. The mass air flow sensor may be a hot wire sensor, as air passes over a heated wire it will be cooled, the amount of cooling depending on the mass rate of flow. When temperature reaches more than 300 centigrade the sensor becomes permeable to oxygen ions and a voltage is induced between the electrodes. [Ref 5] 4.2 Electronic stability control These control system uses sophisticated sensors, the cars central computer and mechanical actions for a safe drive. The electronic stability control system doesnt work by itself, it also uses the cars other safety and regulatory devices, to correct problems before they get into accidents. 4.2.1 Yaw control sensor This sensor is located as close as possible to the centre of the car. If the experiences a movement in vertical or side by side axis the Electronic stability system detects that car is swinging, as soon as it detects it activates the brake system and reduce the throttle to lower the speed. The sensor differentiate between the direction of the steering wheel and the direction the car is headed, the cars computer then makes necessary corrections to bring the vehicles direction of travel in line. [Ref 1] Fig: 2 Sensor fusion of a car ESC (Electronic stability control) information fed into the cars central computer through 3 types of sensor 4.2.2 Wheel speed sensors Wheel speed sensor is used to measure the speed of the wheel with which the computer can then compare to the speed of the engine. This sensor is located at each wheel. [Ref 1] 4.2.3 Steering angle sensors It measures the direction the driver aims to drive the car, if it is deviated from the cars actual direction, the ESC system will come in line. This sensor is located at the steering column of a car. [Ref 1] 4.2.4 Rotational speed sensors The sensor consists of a magnetoresistive sensor element. The frequency of the digital current output signal is proportional to the rotational speed of the gear wheel. 4. Cruise control acceleration and deceleration The cruise control system controls the speed of a car by adjusting the throttle position. Instead of pressing a pedal, cruise control actuates the throttle valve by a cable connected to an actuator. The throttle valve controls the power and speed of the engine by limiting how much air the engine takes in. In Figure 3, you can see two cables connected to a pivot that moves the throttle valve. One cable comes from the accelerator panel, and another from the actuator. When the actuator is engaged, it adjusts the throttle by moving the cable connected to the pivot, when the cruise control system is engaged the pedal moves up and down since the actuator also pulls on the cable that is connected to the gas pedal. [Ref 2] Fig: 3 One cable is connected to the gas pedal, the other to the vacuum actuator. In most of the cars the throttle unit is controlled by the actuators powered by engine vacuum. These systems use a small, electronically-controlled valve to regulate the vacuum in a diaphragm. This works in a similar way to the brake booster, which provides power to the brake system. [Ref 2] Fig: 4 The electronically-controlled vacuum actuator that controls the throttle 4.3.1 4.4 Airbag Inflation The goal of an airbag is to inflate rapidly during automobile collision and prevent the passengers from striking interior objects. Majority cases of death are due to air bags and seat belt is not worn. There are three parts to an airbag that help to achieve its function Fig: 6 the airbag and inflation system stored in the steering wheel Fig: 7 the airbag and inflation system stored in the steering wheel The bag itself is made up of a thin nylon fabric, which is folded into the steering wheel or dashboard or, more recently, the seat or door. Advance systems have solid state crash sensors that contain a piezoelectric crystal or a micro machined accelerometer, a device used to measure acceleration or vibration shock built into a microchip that produces an electrical signal when jolted. The airbags inflation system is by the reaction of sodium azide with potassium nitrate to produce nitrogen. Hot blasts of the nitrogen inflate the airbag. [Ref 3] 4.5 Power door locks In this system the door lock/unlock switch actually sends power to the actuators that unlock the door. In more complicated systems, the body controller decides when to do the unlocking. The body controller is similar to a computer which monitors all of the possible sources of locking and unlocking signal in a car. The system monitors the radio frequency and unlocks the doors when the correct digital code is received from the radio transmitter. When the actuator moves the latch up, it connects the outside door handle to the opening mechanism. When the latch is down, the outside door handle is disconnected from the mechanism so that it cannot be opened. Fig: 8 Inside a car door In a specific interval of time, the body controller supply power to the door lock actuator to unlock the door. The construction of actuator system is very simple. A small electric motor turns a series of spur gears that serve as a gear reduction. The last gear drives a rack-and-pinion gear set that is connected to the actuator rod. The rotational motion of the motor is converted to linear motion by the rack in order to move the lock. [Ref 5] 4.6 Conclusion Mechatronics can be defined as the intersection of mechanics, electronics, computers and controls. The synergistic use of aspects of each of these fields in designing products and processes is driving advances in automobiles the actual cars and components, as well as the equipment needed to build, diagnose and service them.

Gender Differences in Classroom Behaviour

Gender Differences in Classroom Behaviour Investigating the differences in classroom behaviour across the genders Introduction: In recent decades there has been an increasing focus on gender differences in an educational context. During the 1970s and 1980s, feminist research on gender and education was motivated by concern at the underachievement, and marginalization, of girls (Francis and Skelton, 2001, p.1). This had been largely due to the different subjects that boys and girls studied, and it was not until the introduction of the National Curriculum which saw boys and girls studying the same subjects for the first time, that the extent of girls’ relative success was revealed (Arnot et al., 1999). Recent years have seen something of a pendulum swing with boys now being a focus for concern. Younger et al. observed in key stage two children a ‘marked disparity between the attainment of boys and girls in English’ with 83 % of girls attaining level 4 in 2004 compared with 72% of boys (Younger et al., 2005, p.20). There is, however inconsistency in the research with Myhill suggesting that not all boys are underachieving and neither are all girls academic success stories (Myhill, 2002). The nature of gender in the education is a difficult effect to isolate since class, race and gender are inevitably interrelated and it is difficult to disentangle the individual effect (MacGilchrist, et al., 2006, p.62) and therefore say conclusively that differences in attainment levels are due to gender alone. The aim of this paper is to investigate the differences in behaviour in respect of gender in the school setting, by looking at the nature of the differences, possible explanations and strategies which teachers can use in the classroom to address these problems, particularly in respect of boys’ underachievement. Theories of Gender Development: That there are patterns of behaviour and social organisation that differ according to sex/gender is not in doubt (Francis, 2006, p.8). There are many theories as to why this is the case, some regarding differences as due to the different biological nature of men and women while others argue that there are environmental reasons for the differences, the dichotomy of nature versus nurture (Rose, 2001, p.256). The idea of gender differences has been taken up by feminist theorists who have argued that that femininity is culturally constructed (Weiner, 1994), as is masculinity (Mac an Ghaill, 1994). Innate Differences: This is the belief that the sexes are inherently different. Evolutionary biologists see differences in gender as having their roots in our genetic make up, stretching back for many generations. Findings from research by Professor John Stein in connection with his work in the context of dyslexia, indicates that boys brains are generally slower to develop. It is therefore not logical to have the same expectations from boys and girls when they come to school for the first time (Scott, 2003, p.84). In recent years many biologists and neuroscientist have been critical of the evolutionary approach (Francis, 2006, p.9), leading to the idea that gender specific behaviour is socially constructed, shaped by a number of factors including culture and the environment. Role Theories: Role theories suggest that gender characteristics are constructed by observing the ways in which other people adopt typical gender roles, being rewarded for engaging in appropriate behaviour and punished in some way when they do not (Gregory, 1969). Proponents of these theories suggest that girls learn how to be girls by watching demure, feminine behaviour, characteristic of girls, while boys learn to be boisterous and tough. These are images that are portrayed to children by a variety of people in their lives, their parents and carers, their teachers, their siblings and reinforced through the media. School is an important arena for the observation of roles and a school policy concerning equal opportunities must reflect an awareness of this. Views on Children’s Acquisition of Gender Knowledge: Skelton and Francis have identified two views on how children acquire their knowledge about gender: Social learning theories which propose that gender identity is learned by children modelling their behaviour on same sex members of their family, peer group, local community as well as the gender stereotypes seen on books and on television; Cognitive development theorists, such as Lawrence Kohlberg, who suggest that a child’s understanding of their gender identity as opposed to their biological sex depends on their stage of cognitive development, their intellectual age. (Skelton and Francis, 2003, p.12). Environmental Factors: It has been suggested that boys and girls are shaped differently by their environment because of the different ways in which they respond to it. Gilligan proposes that girls tend to analyse situations before coming to decisions whereas boys are more likely to stick to rules that they have applied in previous situations. Gilligan suggests that these differences in reaction are as a result of differences in cognitive styles rather than abilities (Gilligan, 1982), but can impact on outcomes in respect of attainment. Environmental factors have been shown to have an effect on children’s attitudes to and performance at school. Home background and parental levels of educational attainment and expectation have been shown to be factors in the different levels of attainment of boys and girls in school. Research presented by Brooker showed that, while boys and girls did not have any marked differences in ability levels on entry to school, over the course of a year girls made more progress than boys. She found that the most successful group were those who came from large families where they had a lot of home support from their siblings (Brooker, 2002, p. 159). Girls typically work more collaboratively, engaging in more socially constructed activities, enhancing learning in the process. Boys from some ethnic minorities have been shown to be under performing against all other educational groups. This has been attributed to peer group pressure, with an anti achievement culture believed to be operating among some black teenage boys. This manifests itself in their disrupting schoolwork and generating a low level of expectation among themselves (Aslop and Hicks, 2001, p.148). The school environment plays an important part in the development of gender attitudes. While it was thought that gender stereotypes would be reinforced by single sex schools, research has shown this not to be the case. When brought together in co educational settings, both boys and girls made more sex stereotypical choices despite a greater variety of facilities. It would therefore appear that co education increases differentiation between the sexes (Leonard, 2006, p.194). Gender Differences in School: With an increasing belief that gender is socially constructed, has come an awareness that school is one of the social contexts in which gender appropriate behaviour is defined and constructed (Myhill and Jones, 2006, p.100). The most prominent area for concern has been the development of gendered behaviour leading to the disengaged or alienated male in school. His behaviour, general unruliness and lack of interest are seen as dominating classroom life (Gray and McLellan, 2006, p.652). Many teachers show a strong belief in gender differences, believing them to influence attitudes to school, motivation, maturity, responsibility, behaviour and identification with the school ethos (Arnot and Gubb, 2001). It has been shown that because so many primary school teachers are female, they have not been trained in how boys and girls learn differently (Gurian, 2002, p.126) and traditional teaching styles adopted may favour the learning dispositions of girls. Expectations: Teacher expectations are an important factor in achievement. If teachers have high expectations, pupils will be highly motivated to learn and succeed (Aslop and Hicks, 2001, p.148). In respect of boys’ underachievement, evidence has tended to note that teachers have low expectations about boys’ levels of academic achievement (Myhill and Jones, 2006, p.101), research supported in a study by Younger and Warrington that demonstrated that teachers tended to underestimate boys’ achievement at GCSE level, while girls’ achievement tended to be overestimated (Younger and Warrington, 1996). Teachers have been shown, in addition to having low expectations of boys, to take advantage of girls, enlisting them as allies in the battle to â€Å"police, teach, control and civilise boys† (Epstein et al., 1998). It is incumbent on schools therefore to have high expectations for boys and to have mechanisms for transmitting this information to the students and developing high expectations. They must also have a focus on not using girls a pseudo teachers, allowing them to develop an appropriate role in the classroom in the context of their peers. Perceptions of Boys and Girls: In studies of primary schools differences have been shown in the ways in which teachers perceived boys and girls. Girls have traditionally been viewed as co operative and conscientious workers with boys being viewed as dominant, demanding but rewarding to teach. Boys have traditionally been viewed as requiring more effort to teach but at the same time having more ability (Skelton and Francis, 2003, p.8). Boys and Underachievement: Changes in educational policy in recent years can lead to boys feeling devalued because, in the early years, especially, they find themselves in a world of learning lacking in masculine figures. Research has also shown that girls have a lack of confidence, even when performing well in comparison with boys (Gray and McLellan, 2006, p.653). The challenge is therefore to re-engage boys in the learning process through appropriate activities and motivation and to develop greater degrees of self esteem in girls. The extraordinary academic progress of girls in recent years has been associated with two features; girls’ continuing advantage in English and their improvement in mathematics and science (Arnot et al., 1999, p.16). As noted above, Gilligan has presented evidence that boys and girls may react to their environment in different ways, but what causes concern for teachers and educators is that maths and science have traditionally been male domains, which now boys are not performing as well in as they have done in the past. Gipps and Murphy expand on this point by suggesting that this should be borne in mind by those who set and mark test papers in order to take into account the different approaches students may adopt when answering questions (Gipps and Murphy, 1994). Schools must give consideration to the strategies being employed to facilitate boys’ learning. Research carried out by Daniels et al. in the context of special education suggests that girls give each other a great deal of help and support, not something often seen in boys. They speculate that this may have at least three important consequences: It can help reduce the amount of extra support required by girls from their teachers as they are getting a lot of this from their peers; The support is likely to be appropriate because the peers know exactly what type of ‘scaffold’ is needed to facilitate learning; The person giving the support can consolidate their own learning by giving support and teaching someone else. (Daniels et al., 1996). Girls have also been shown to give considerable help and attention to boys, helping them by providing equipment and helping them with their homework (Thorne, 1993), reiterating the idea of girls acting as pseudo teachers in the class. Although there is a lot of individual variation amongst males and females, male students of all ages tend to dominate discussions, to make more direct and directive comments to their partners and generally to adopt more ‘executive’ roles in problem solving (Mercer, 2001, p.196). Working with Boys in the Classroom: While girls have been perceived as being hard working in the class, it has been argued that peer group pressure among boys makes it difficult for them to slot into this role. Popularity among ones peers and working hard at school can be seen as mutually incompatible and may result in boys being bullied or excluded from friendship groups (Frosh et al., 2002). The issue in respect of how boys behave in the classroom has been a further area of controversy with arguments ranging from boys being treated less favourably than girls through to boys causing disruption to a degree that hampers learning for other children, but there is evidence to suggest that, regardless of the nature of the interaction, whether positive or negative, teachers do engage more with boys than they do with girls (La France, 1991). Some of the reasoning behind boys underachievement has been questioned. Biddulph, (1998, cited in MacNaughton, 2006, p.140) has suggested that while boys are often accused of not listening in class, the reality is that they suffer from growing spurts that have an adverse affect on their ear canals. MacNaughton questions the fact that if this is the case for boys, then surely the same must be true for girls (MacNaughton, 2006, p.141), suggesting that the physiological explanations do not provide an adequate explanation. There has been a great deal of concern for many years about boys’ behaviour in schools, having been expressed as early as 1930 by Brerton who commented â€Å"Many girls will work at a subject they dislike. No healthy boy ever does!† (Brerton, 1930, p.95). A major factor that has come to light in a great deal of the research concerning boy’s disaffection with school is that fact that it is multifaceted in its nature, with gender being only one of a number of factors. Bob Connell is among a number of researchers who ahs pointed this out writing, â€Å"The making of masculinities in schools is far from the simple learning of norms. It is a process of multiple pathways, shaped by class and ethnicity, producing diverse outcomes.† (Connell, 2000, p.164). Research presented by Marland suggested that teachers treated boys and girls differently and in doing so amplified society’s stereotypes (Marland, 1983). Research in gender and education has highlighted the negative consequences of the construction of masculinity for many boys in education, with many boys coming into conflict with teachers and other authorities (Skelton, 2001). Some theorists have suggested that this could be addressed by having greater concentrations of male teachers in schools. Thornton and Bricheno have countered this, presenting evidence that greater concentrations of male teachers actually leads to poorer discipline in schools (Thornton and Bricheno, 2002, cited in Skelton and Francis, 2003, p.7). Assessing Children’s Perceptions: As with all other teaching and learning that goes on in the school setting, schools must begin the development of the equal opportunity policy in respect of gender by ascertaining the views that the children have, addressing misconceptions, planning what they want to achieve and developing a programme to facilitate this. Skelton suggests that in order to do this the school should begin by asking the following four questions: What images of masculinity and femininity are the children bringing with them into school and what types are they acting out in the classroom and playground? What are the dominant images of masculinity and femininity that the school itself reflects to the children and are these what the school wishes to present? What kinds of role model does the school want and expect of its teachers? What kinds of initiatives/strategies/projects should teachers be undertaking with children to question gender categories? (Skelton, 2001). A Europe wide study carried out by Smith and Gorard revealed that boys in several European countries in general felt that they were treated less favourably than girls but the feelings were strongest among boys in the United Kingdom (Smith and Gorard, 2002, cited in Myhill and Jones, 2006, p.102). This is a finding that is echoed throughout the research literature (Wing, 1999; Francis, 2000). Gender and Mathematics: Recent decades have seen a shift in emphasis from the focus on girls’ underachievement in mathematics, towards generic ideas concerning mathematics and gender. Research has been carried out by the Girls and Mathematics Unit (Lucey et al., 2003, p.55) has proposed that the characteristics of an ideal mathematics learner is a child who is active, keen to explore and investigate new challenges, ideas central to constructivist theories of learning where learners build on what they know already to assimilate new concepts. It has been argued that these are in fact characteristics more often associated with boys, rather then being gender neutral, suggesting that the ideal child is, in fact an ideal boy (Adams and Walderdine, 1986). Concerns in respect of a general decline in mathematics led to the adoption of a National Numeracy Strategy. Research has suggested that girls like to work in an investigative way, keen to learn about new things rather than just getting the correct answer, skills that are fostered by the move towards an approach which focuses on learning about learning and developing strategies for developing mathematical skills and explanations. Clark argues that boys and girls have different ways of exerting their power in the classroom, boys using direct methods such as dominating the classroom dynamics and interacting to a greater degree with the teacher, while girls employ more subtle methods for asserting themselves through working hard and being co operative (Clark 1990), which in turn helps their attainment (Walden and Walkerdine, 1986, p.125), a consequence of their spending more time directly on task. Lucey at al. suggest, that in the context of whole class teaching, in order for all children to experience success, teachers need to avoid lessons becoming an arena for confident children. They argue that a better use of lesson time is to allow children to work at their own pace, in group or pair contexts, where pupils are allowed to develop their own skills, explore a variety of strategies, and at the same time, develop confidence and self esteem. Gender and Literacy: As mentioned above, girls have been performing better than boys in respect of literacy, giving it a central role in the debate about gender and schooling in recent years. Boys’ underachievement in this area has been well documented. In her book Differently Literate, Millard proposed reasons for this, citing one of the main ones as the fact that bots and girls have interests in different aspects of literacy. She argued that boys were largely discriminated against in the school setting where many of the texts available are not related to boys’ interests. The National Literacy Strategy was introduced in 1998, one of the main ideas of which was critical literacy, an idea that texts do not stand alone, but that they are socially constructed making them useful in developing critical literacy skills in respect of gender roles (Marsh, 2003, p. 73). The fact that gender roles are embedded in many of these texts provides opportunities for the challenge of stereotypes by children. This is essential in developing the understanding necessary for overcoming them. Gender and Science: The 1990s saw science become one of the success stories in the primary curriculum, following a number of attempts to reduce sex specific behaviours in science and technology. The research concerning children’s perceptions in science has been mixed. Drawing a scientist has been employed as way of ascertaining children’s perceptions. Some studies have shown that children have developed less gendered ideas about scientists and therefore science while other research has suggested that children’s attitudes have not really changed very much (Reiss, 2003, p.82). The nature of science and its subject matter has been the subject of debate in the gender context. While single and mixed sex groupings have both been shown to be effective in teaching and learning in science in some respects, what has been identified as more important is the teacher’s attitudes in respect of gender equity, preferably in the context of a whole school approach to gender issues in science. It is important to facilitate the development of diverse ideas with respect to scientific concepts and to have assessment systems which are fair. Addressing the Issues: Head states the implication of gender research for teachers is that if girls and boys: â€Å"prefer different learning procedures then teachers should be flexible in their choice of teaching and assessment methods. But these gender differences are not absolute, there is considerable overlap between the two sexes and considerable variation within one group. A flexible approach to pedagogy should therefore be of general benefit to the school population.† (Head, 1996, p.68). It has been recognised that children work hard to demonstrate their gender identity, not being easily swayed by alternative images (Francis, 1998). Schools do have a responsibility to ensure that they have a policy on sex discrimination, and must ensure that it is being properly implemented. In the light of the evidence presented by Francis (above) and others, it is not sufficient for teachers to present alternative views for children. The approach must be more proactive with children being given opportunities to actively challenge stereotypical views that they may hold. The role of the teacher in facilitating gender awareness and equality in the classroom cannot be overestimated. Teachers should avoid using stereo typical language pertaining to gender, should use reading and teaching materials which can be interrogated in respect of gender, and should foster attitudes pertaining to equal opportunities and inclusion in the classroom. Skelton and Francis suggest that this can be achieved in the primary classroom through an active challenge of gender stereotypes, including the following activities: Teachers should ensure that they are involved in a full range of activities in the classroom, paying particular attention that they are not avoiding areas in the classroom traditionally associated with the opposite sex, such as male teachers avoiding the home corner and female teachers avoiding the construction toys; Children should be presented with a range of play and learning activities in which they can be encouraged to challenge gender stereotypes; Teachers should take opportunities, as and when they arise, to discuss issues pertaining to gender, through the use of appropriate materials; When boys or girls are dominating particular play areas or activities, that can be challenged through the use of circle time or class discussion. The teacher can play a role in challenging behaviour through the use of open ended questioning such as â€Å"can boys and girls play together with blocks, do you think that of you worked together you could make something better than you can on your own?† In this way the teacher can be encouraging children to be reflective about their roles in the class and in society generally; Teachers need to help children in the development of skills with which they may not normally associate themselves. (Skelton and Francis, 2003, p.17-18). Conclusion: The growing body of literature on masculinities and femininities in education has advanced our understandings of the complex ways in which boys and girls construct and negotiate their identities within schools (Jackson, 2006, p.xiv). Research supports the view that pupils take up various positions with respect to attitudes to schooling but, while identifying the existence of clearly gendered pupil types, it challenges the simplistic notions about how boys and girls may differ (Gray and McLellan, 2006, p.654). Many of the practices recommended in schools’ equal opportunities policies to redress gender inequalities have done little, if anything, to change the way in which boyhood and girlhood is perceived and judged by adults as well as acted out by children in the primary classroom (Francis and Skelton, 2003, p.13). Research has demonstrated that, despite their improved achievement, many facets of girls’ educational experience remain negatively affected by the masculine values and expectations reflected in educational institutions (Francis and Skelton, 2001, p.3). Evidence that has been presented in respect of girls outstripping boys in terms of school achievement has not gone unchallenged, with Gorard et al. suggesting that data presented masks the fact that exam performance has increased for both boys and girls on a yearly basis, and the statistical information has, in any case, been misinterpreted (Gorard et al., 1999). The boys’ underachievement debate has been cri ticised because of the narrow parameters of the argument where it has been suggested that all boys, irrespective of social class, ethnicity and so on are underachieving (Francis and Skelton, 2001, p.165). It is essential that schools develop policies which take a holistic view of inclusion and equal opportunities in respect of gender. These must be implemented and their success evaluated, and efforts made to re-engage boys in the education process. References: Adams, C. and Walkerdine, V. (1986) Investigating Gender in the Primary School. London: ILEA. Alsop, S. and Hicks, K. (2001) Teaching Science: A Handbook for Primary and Secondary School Teachers. London: Kogan Page. Arnot, M., David, M. and Weiner, G. (1999) Closing the Gender Gap. Cambridge: Polity Press. Arnot, M. and Gubb, J. (2001) Adding value to boys’ and girls’ education. A gender and achievement project in West Sussex. Chichester: West Sussex County Council. Brerton, C. (1930) Modern Language in Day and Evening Schools. London: University of London. Brooker, L. (2002) Starting School: Young Children Learning Cultures. Buckingham: Open University Press. Clark, M. (1990)The Great Gender divide: Gender in the Primary School. Melbourne: Curriculum Corporation. Connell, B. (2000) The Men and the Boys. Cambridge: Polity Press. Daniels, H., Hey, V., Leonard, D. and Smith, M. (1996) Gender and Special Needs Provision in Mainstream Schools. ESRC Report no. R000235059. Epstein, D., Elwood, J., Hey, V. and Maw, J. (1998) Failing Boys? Issues in Gender and Achievement. Buckingham: Open University Press. Francis, B. (2006) The Nature of Gender in C. Skelton, B. Francis, and L. Smulyan, (2006) The SAGE Handbook of Gender and Education. London: Sage. Francis, B. (2000) Boys, Girls and Achievement: Addressing the Classroom Issues. London: RoutledgeFalmer. Francis, B. (1998) Power Plays. Stoke-on-Trent: Trentham Books. Francis, B. and Skelton, C. (Eds)(2001) Investigating Gender: Contemporary Perspectives in Education. Buckingham: Open University Press. Frosh, S., Phoenix, A. and Patman, R. (2002) Young Masculinities. Basingstoke: Palgrove. Gilligan, C. (1982) In a Different Voice. Cambridge, MA: Harvard University Press. Gipps, C. and Murphy, P. (1994) A Fair Test? Assessment, Achievement and Equity. Buckingham: Open University Press. Gorard, S., Rees, G. and Salisbury, J. (1999) Reappraising the apparent underachievement of boys at school. Gender and Education, 11, 4, 391-400. Gray, J. and McLellan, R. (2006) A matter of attitude? Developing a profile of boys’ and girls’ responses to primary schooling. Gender and Education, 18, 6, 651-672. Gregory, R. (1969) A Shorter Textbook of Human Development. Maidenhead: McGraw-Hill. Gurian, M. (2002) Boys and Girls Learn Differently! San Francisco, CA: Jossey Bass. Head, J. (1996) Gender identity and cognitive style in P. Murphy and C.Gipps (Eds) Equity in the Classroom: Towards an Effective Pedagogy for Girls and Boys. London: Falmer Publishing. Jackson, C. (2006) Lads and Ladettes in Schools. Oxford: Oxford University Press. LaFrance, M. (1991) School for scandal: differential experiences for females and males. Gender and Education, 3, 1, 3-13. Leonard, D. (2006) Single-Sex Schooling in C. Skelton, B. Francis and L. Smulyan, (Eds)(2006) The SAGE Handbook of Gender and Education. London: Sage. Lucey, H., Brown., Denvir, H., Askew,M. and Rhodes, V. (2003) Girls and boys in the primary maths classroom in C. Skelton and B. Francis (Eds) Boys and Girls in the Primary Classroom. Buckingham: Open University Press. Mac an Ghaill, M. (1994) The Making of Men: Masculinities, Sexualities and Schooling. Buckingham: Open University Press. MacGilchrist, B., Myers, K. and Reed, J. (2006) The Intelligent School. London: Sage Publications. MacNaughton, G. (2006) Constructing gender in the early years education in C. Skelton, B. Francis and L. Smulyan, (Eds)(2006) The SAGE Handbook of Gender and Education. London: Sage. Marsh, M. (2003) Superhero stories: Literacy, gender and popular culture in C. Skelton and B. Francis (Eds) Boys and Girls in the Primary Classroom. Buckingham: Open University Press. Mercer, N. (2001) Talking and working together in J. Wearmouth (Ed) Special Educational Provision in the Context of Inclusion. London: David Fulton Publishers. Millard, E. (1997) Differently Literate: Boys, Girls and the Schooling of Literacy. London: Falmer Press. Myhill, D. and Jones, S. (2006) â€Å"She doesn’t shot at no girls†: pupils’ perceptions of gender equity in the classroom. Cambridge Journal of Education, 39, 1, 99-113. Myhill, D. (2002) Bad boys and good girls? Patterns of interaction and response in whole class teaching. British Educational Research Journal, 28, 3, 339-352. Reiss, M. (2003) Gender equity in primary science in C. Skelton and B. Francis (Eds) Boys and Girls in the Primary Classroom. Buckingham: Open University Press. Rose, S. (2001) Escaping evolutionary psychology in H. Rose and S. Rose (Eds) Alas Poor Darwin: Arguments Against Evolutionary Psychology. London: Vintage. Scott, W. (2003) Making meaningful connections in early learning in J. Fisher (Ed) The Foundations of Learning. Buckingham: Open University Press. Skelton, C. (2001) Schooling the Boys: Masculinities and Primary Education. Buckingham: Open University Press. Skelton, C. and Francis, B. (2003) Boys and Girls in the Primary Classroom. Buckingham: Open University Press. Skelton, C., Francis, B. and Smulyan, L. (2006) The SAGE Handbook of Gender and Education. London: Sage. Thorne, B. (1993) Gender Play: Girls and Boys in School. Buckingham: Open University Press. Walden, R. and Walkerdine, V. (1986) Characteristics. Views and relationships in the classroomin L.Burton (Ed) Girl

The Sedition Act of 1798 :: Government American History Papers

For the first few years of Constitutional government, under the leadership of George Washington, there was a unity, commonly called Federalism that even James Madison (the future architect of the Republican Party) acknowledged in describing the Republican form of government-- " And according to the degree of pleasure and pride we feel in being republicans, ought to be our zeal in cherishing the spirit and supporting the character of Federalists." Although legislators had serious differences of opinions, political unity was considered absolutely essential for the stability of the nation.Political parties or factions were considered evil as "Complaints are everywhere heard from our most considerate and virtuous citizens, equally the friends of public and private faith, and of public and personal liberty, that our governments are too unstable, that the public good is disregarded in the conflicts of rival parties, and that measures are too often decided, not according to the rules of justice and the rights of the minor party, but by the superior force of an interested and overbearing majority_" Public perception of factions were related to British excesses and thought to be "the mortal diseases under which popular governments have everywhere perished." James Madison wrote in Federalist Papers #10, "By a faction, I understand a number of citizens, whether amounting to a majority or a minority of the whole, who are united and actuated by some common impulse of passion, or of interest, adversed to the rights of other citizens, or to the permanent and aggregate interests of the community." He went on to explain that faction is part of human nature; "that the CAUSES of faction cannot be removed, and that relief is only to be sought in the means of controlling its EFFECTS." The significant point Madison was to make in this essay was that the Union was a safeguard against factions in that even if "the influence of factious leaders may kindle a flame within their particular States, [they will be] unable to spread a general conflagration through the other States." What caused men like Thomas Jefferson and James Madison to defy tradition and public perceptions against factions and build an opposition party? Did they finally agree with Edmund Burkes' famous aphorism: "When bad men combine, the good must associate; else they will fall, one by one, an unpitied sacrifice in a contemptible struggle?" Did the answer lie in their opposition with the agenda of Alexander Hamilton and the increases of power both to the executive branch as well as the legislative branch of government?

Flannery O’Connor and Working-Class Literature :: Biography Biographies Essays

Flannery O’Connor and Working-Class Literature Although Flannery O’Connor could not herself technically be called a member of the working class, the majority of her characters exist as â€Å"good country people† or those who have been displaced from the city to the farm. Whatever the situation of the characters, rural, working-class life is nearly always the focus in her work. Just a few of the critical elements of the working-class genre that O’Connor offers in her pieces include: a show of the many differences between classes, chiefly the ideas that working-class people are happier in their station in life and also experience less loneliness than those of the upper classes, and a heavy focus on the authentic dialogue of the southern working classes. She employs these elements expertly in her work. O’Connor’s texts often address the differences between the working classes and the â€Å"owning† classes. In their article, "Toward a Theory of Working-Class Literature," Renny Christopher and Carolyn Whitson comment that â€Å"working-class culture does not celebrate individuality. It instead recognizes the interdependence of units of people: family, community, friends, unions† (76). O’Connor confirms the benefits of community that the working class offers by showing upper-class loneliness. In â€Å"Good Country People,† the farm owner’s well-educated daughter is very depressed and lonely but chooses to be so. When her mother and she walk the fields together, the daughter’s â€Å"remarks were usually so ugly and her face so glum.† She rigidly interacted with her mother, not showing any signs of family, community or solidarity with her at all. She informs her mother, â€Å"if you want me, here I am – LIKE I AM† (274). There is no willingness to commune. Loneliness is also shown among many other middle-class characters in O’Connor’s work – the farm owner in â€Å"The Displaced Person,† the teacher Rayber in â€Å"The Barber,† and Mrs. Turpin in â€Å"Revelation† are some additional examples. Christopher and Whitson claim that â€Å"working-class culture has its own exceptional people who do not choose to leave their culture.† O’Connor’s pieces support this idea. Often she paints the middle-class characters in her pieces as ridiculous or unhappy where the working-class is seemingly well-adjusted and satisfied with their place in life. Old Dudley, in the story â€Å"The Geranium,† finds himself living in â€Å"better† conditions in New York City, having left the poor country life as a boarder and fix-it man in Georgia.

All The Kings Men :: Jack Burden

"But in the end the truth gave the past back to me." Jack Burden pg. 436 To understand the inferential validity of the above quotation, I think it is important to first establish a literal comprehension of the quotation. Furthermore, Jack uses the facts and truth he has gathered in his life up to 1939 to better understand and explain the occurrences and consequences that have also occurred up to 1939. The most important secrets of the past that are finally uncovered are the truth about his father's, Ellis Burden and Judge Irwin, and his relationship with Anne Stanton. From the beginning of the book the Burden family structure is shaky and confusing at best, the first mention of the mother on pg. 37 describes a love confused women next to her new young husband, her fourth. Then we finally get to meet the myth, the man Ellis Burden. Ellis' status is catalyzed on pg. 200 when Jack addresses him as father and the Scholarly Attorney responds querulously, "What - what did you say?" and on those same pages the old man stubbornly refuses to comment on the questions about Monty Irwin. Furthermore on that page Jack, to himself, calls the old man a "fool,... who wasn't man enough to run his own house". Coupled with numerous All-American quotes of the upstanding Judge as Jack's father figure, pg. 121 "the Judge was a brave man", pg. 438 "... he was a man and I loved him.", the reader becomes confused about whom the father really is. This is the hidden past, and as Jack completes the "Case of the Upright Judge" , he "broke the ice" and found out the truths and facts that would give him his past back. "The Judge won't scare easy", is a quotation rapidly forgotten as Jack uses one heck of a Louisville slugger to bust this boy. The Judge, with both his frightened ticker and shortly his reputation on their last few diminishing beats, leaves this world trying to talk fast to Jack. The very next page the mystery is solved as Jack's mother hysterically falls to the floor screaming "your father and oh! you killed him." and the next line states the numbness and closure for Jack, "That was how I found out." These truths uncovered the past and their truths and weeded out the confusion that was the past. "It was always Monty", his mother says on 429, her love for him and his political dislike of the Judge caused dispute between Jack and his mother.

Causes of Mass Failure in English Language

ISSN  2039? 2117 Mediterranean  Journal  of  Social  Sciences Vol  3  (1)  January  2012Causes of rising failure of the students’ in the subject of English at Secondary Level Gulap Shahzada (Corresponding & Principal author) Institute of Education & Research University of Science & Technology, Bannu, Pakistan [email  protected] com Dr. Safdar Rehman Ghazi Institute of Education & Research University of Science & Technology, Bannu, Pakistan [email  protected] com Dr.Umar Ali Khan Director Institute of Education & Research Gomal University DIKhan, Pakistan [email  protected] com Doi: 10. 5901/mjss. 2012. 03. 01. 603 Abstract Purpose of this research was to find out causes of rising failure of the students’ in the subject of English at Secondary Level. This study was descriptive in nature. All the male secondary schools in district Bannu constituted population of this study. From 50 secondary schools 100 English teachers were randomly selected as a sample of the study.A questionnaire for secondary school teachers was de veloped to collect data. To analyze and interpret data, simple percentage was used. Results of the study showed that majority of the respondents approved that teacher of English are not qualified and well trained, teachers of English do not teach English in a proper manner, Audio- Visual aids are not used in English class, The course is not compatible to the present time, teachers of linguistics are not present in our schools, English is given importance in the annual progress of the students in school.It was recommended that Qualified and well trained teachers may be appointed for English, teachers of English may use modern teaching method instead of traditional methods, Audio visual aids may be used such as language lab, gramophone, English course may be made compatible to the present time, Teachers may be encouraged to get linguistics knowledge. Keywords: English language, Audio, Visual aids, Communication, International 1. Introduction The kind of Education, offered to their peo ple by the countries of the world is always related to their progress and advancement.The more the people of societies are Educated, the more they are civilized and well disciplined. It is a fact –universally recognized, that Education is the prime key to moral, cultural, political and socio-economic development of a nation. Islam being a revolutionary faith made it obligatory on every man and woman to acquire knowledge and exerted them undertake long and tedious journey to distant land in search of it. Emphasizing the importance of Education and learning in Islam it is enough to note that the first revelation of the Prophet was â€Å"Read in the name of thy Lord who created†.It is through Education that a person gets an insight to understand and resolve his problems as well as those of his society (Government of Pakistan, 1998).605 ISSN  2039? 2117Mediterranean  Journal  of  Social  SciencesVol  3  (1)  January  2012 Secondary Education is considered to be an important sub sector of the entire Education system. If it provides middle level workers for the economy on one hand, and on the other, it acts as a feeder for the higher level of Education.The quality of Higher Education depends upon the quality of secondary Education which is expected to produce high quality professionals in different fields of Social, Economic and Political life of the country. Thus Secondary level of Education therefore, requires to be organized in such a way that it should prepare young men and women for the pursuit of Higher Education, as well as make them able to adjust with their practical lives meaningfully and productively (Bhatti, 1987).An excellent opportunity is, therefore provided by four years of secondary education to the Educators and Educationists to conceive and launch programs which initiate the learners in to proper forms of behaviour and attitudes, which leads to decent productive and peaceful life in future (Govt of Pakistan, 1998). According to Encyclopedia Britannica (2005), a system of conventional, spoken or written symbols by means of which human beings, as members of a social group and participants in its culture, communicate is called a language.No nation on the globe can make progress in all fields of life, without having proficiency and good command of English. It is a great wonder that quality of instruction in English and results of the Examinations: in the subject of English were the lowest of all the other subjects. The medium by which we communicate our thoughts and feelings to our fellowmen , the tool with which we conduct our business or government, the vehicle in the Science, Philosophy, the poetry of the race have been transmitted is surely worthy of study . It is fact that most of the time and energy is consumed in teaching and learning of English.In spite of all these our students are weak in English. So the government realized the importance of English and has made it compulsory from the ve ry first level. According to Aggarwal (1995 ) command over English is a vehicle of thought and lack of command over it is bound to make thoughts inexpressible, only those who understand any language can express themselves in that language. This is the age of Science and technology, and no country can afford isolation from the social, Educational, Scientific and cultural movements profession like Engineering, Medicines, Agriculture and Industries.After all English is the language of the greatest power of the world. It spread as the language of the colonies of Britain in Africa and Asian countries (Griffer, 2002). The power of English will be increased by globalization, United States, World Bank, IMF etc. will control these jobs, which have started operating increasingly in English. This trend will increase the demand for English Schooling, which will make parents invest in English at the cost of their own languages (Skutnabb, 2000).According to Nicholas (1998), in the teaching of Eng lish, the teachers generally use Translation Method which is an old Method of Teaching; therefore, our students cannot get command over English language, as evident from the fact that there are a large number of students who fail in English at Secondary level. So, in light of the above mentioned facts the knowledge of English language is most important for a nation, but majority of the students fail in English because of lack of language learning Environment, Outdated curriculum, rigid Teaching Methods and incompetent English language Teachers in the Academic and professional Areas.Functional grammar is not taught and practiced, in the classrooms more importance is given to the teaching of English text-Books. For the study of English successfully, the teacher must help the students to acquire four Art skills in the language, namely; speaking, reading, listening and writing (Kolawole, 1998). 2. The Importance of English The importance of the English language is an open secret . We se es in our society that a little child whom we say the best philosopher is also in the struggle of learning the English language.Besides that we have remained the colony of the British Empire, therefore, we have the natural inclination towards the English language. The importance of the English language is naturally very great. English is the language not only of 606 ISSN 2039? 2117 Mediterranean  Journal  of  Social  SciencesVol  3  (1)  January  2012 England but of the extensive dominions and colonies associated in the British Empire, and it is the language of the United States spoken by over 260 million people, it is in the number who speak it the largest of the occidental languages.English speaking people constitute about one tenth of the world’s population English, however, is not the largest language in the world. The more conservative estimates of the population of china would indicate that Chinese is spoken by about 450 million people. But his numerical ascendancy of English among European languages can be seen by a few comparative figures. Russian, next in size to English, is spoken by about 140 millions people, Spanish by 135 millions; German by 90 millions, Portuguese by 63 millions, French by 60 millions; Italian by 50 millions.Thus at the present time English has the advantage in numbers over al other western languages. Bu the importance of a language is not alone a matter of numbers or territory; it depends also on the importance of the people who speak it. The importance of a language is inevitably associated in the mind of the world with the political role played by the nations using it and their fluency in international affairs; with the confidence people feel in financial position and the certainty with which they will meet their obligations i. e. pay their debts to other nations, meet the interest on their bonds, maintain the gold or other basis of their business enterprise and the international scope of their commerce; with the conditions of life under which the great mass of their people live; and with the part played by them in art and literature and music, in science and invention, in exploration and discovery. English is the mother tongue of nations whose combined political influence, economic soundness, commercial activity, social well being and scientific and cultural contributions to civilization give impressive support to its numerical precedence (Albert, 1983).A study was conducted by Sabiha Mansoor of Agha Khan University, Karachi, Pakistan on culture and teaching of English as a second language for Pakistani students in the year 2008. If we have to make, the teaching of English in Pakistan we need to reform and restructure the teaching of English in Pakistan, as this study reveals. Not only would this involve an understanding of the needs of the English Students, but also the place of culture both local and global in their language learning process.We would have to take in to account t he sociolinguistic aspects of English in the Pakistani as well as the international context while redressing and restructure the English literature course. To make the learning of English interesting and useful for the learners, Pakistani English teachers will have to take cognizance of the relationship between language and culture. If local culture is included in to the curriculum, methodology and teaching materials of TESL, it would make, learning easier and more meaningful for Pakistani students. Vocabulary the most obvious influence of language and culture on thought.The researcher pointed out that presently the material used for teaching, Family background is the most important and most weighty factor in determining the academic performance. A study was conducted by Shafiullah Khan of university of science and technology Bannu on the causes of failure in the subject of English at secondary level in district Bannu, in the year, 2007. The major findings of the result related to t his area of study were given as under: 1. Majority of the respondents reported that untrained teachers are one of the causes of student’s failure in SSC. 2.Majority of the teachers agreed that overcrowded class room is the cause of student’s failure in English. 3. Majority of respondents approved that SSC students are overcrowded and it is the cause of failure. 4. Majority of the teachers accepted that old system of examination is the cause of failure. 5. Majority of the respondents approved that English is the difficult subject. Keeping in view the importance of the problem this study was designed to know the causes of the rising failure in the subject of English. 607 ISSN  2039? 2117 Mediterranean  Journal  of  Social  Sciences Vol  3  (1)  January  2012 . Statement of the Problem The problem under the study was to investigate the causes of rising failure of the students in the subject of English at secondary level. 4. Objectives of the Study Follow ing was the main objective of the study. 1. To find out causes of the rising failure of the students in the subject of English among students at secondary level. 2. To give suggestion for the improvement of the situation. 5. Significance of the Study Education plays a vital role in the progress of any country of the world. Those nations who have equipped themselves with better education enjoy their prestigious status amongst the world.Today is the age of English language. English language is being taught as a compulsory subject in Pakistan. Being a foreign language, the teaching and learning English is a problem not only for the students but also for the teachers too. This study will be significant for the following reasons for both the teachers and students and curriculum developers. 1. The study may be helpful in finding the causes of rising failure in English. 2. The study may be helpful for the teachers in order to equip themselves with modern methodology and techniques regardin g the teaching of English 3.The study may be helpful in developing the proper curriculum for English. 6. Delimitation of the Study The study was delimited to all the male English teachers at secondary level in district Bannu. 7. Research Methodology This research was aimed to find out causes of the rising failure of the students in the subject of English at Secondary Level. This study was descriptive in nature. The following methodology was used: 7. 1 Population All the Govt. secondary schools in of district Bannu constituted population of this study. 7. 2 Sample One hundred English teachers of secondary level were selected from 50 secondary schools s a sample using simple random sampling technique. 7. 3 Research Instrument A questionnaire was developed with the help of research expert. It was administered to 30 students as pilot run in order to remove any ambiguity in the statements. 608 ISSN  2039? 2117 Mediterranean  Journal  of  Social  Sciences Vol  3  (1)  Janu ary  2012 7. 4 Data Collection The questionnaires were personally among the 100 teachers who were randomly selected. The researcher personally remained there in order to remove any misunderstanding in the questionnaire. 7. 5.Analysis of Data The data collected were tabulated, analyzed and interpreted in the light of the objectives of the study. Simple percentage was used for analysis of data. 8. Findings 1. 0% teachers are strongly agree, 0% teachers are agree, 0% teachers are somewhat agree. 39% teachers are disagree and 61% teachers are strongly disagree to the statement that â€Å"Teachers of English are qualified and well trained†. 2. 0% teachers are strongly agree, 0% teachers are agree, 0% teachers are somewhat agree, 64% teachers are disagree and 36% teachers are strongly disagree to the statement that â€Å" Teacher of English teaches English in a proper way†. . 45% teachers are strongly agree, 54% teachers are agree, 1% teachers are somewhat agree, 0% teache rs are disagree and 0% teachers are strongly disagree to the statement that â€Å" Teacher of English takes his class regularly†. 4. 52% teachers are strongly agree, 42% teachers are agree, 2% teachers are somewhat agree, 4% teachers are disagree and 0% teachers are strongly disagree to the statement that â€Å" Teachers of English explain difficult words in an easy way†. 5. 6% teachers are strongly agree, 36% teachers are agree, 10% teachers are somewhat agree, 8% teachers are disagree and 0% teachers are strongly disagree to the statement that â€Å" Teachers of English comes with full preparation for his lesson†. 6. 12% teachers are strongly agree, 11% teachers are agree, 2% teachers are somewhat agree, 29% teachers are disagree and 46% teachers are strongly disagree to the statement that â€Å" Audio-Visual aids are used in the teaching of English†. 7. %5 teachers are trongly agree, 5% teachers are agree, 3% teachers are somewhat agree, 37% teachers a re disagree and 50% teachers are strongly disagree to the statement that â€Å" Syllabus of English is lengthy†. 8. 3% teachers are strongly agree, 7% teachers are agree , 14% teachers are somewhat agree, 20% teachers are disagree and 66% teachers are strongly disagree to the statement that â€Å" syllabus of English is difficult†. 9. 3% teachers are strongly agree, 6% teachers are agree, 0% teachers are somewhat agree, 40% teachers are disagree and 50% teachers are strongly disagree to the statement that â€Å" The course is compatible to the present time†. 0. 27% teachers are strongly agree, 13% teachers are agree, 5% teachers are somewhat agree, 20% teachers are disagree and 35% teachers are strongly disagree to the statement that â€Å" There are suitable number of English periods in timetable†. 11. 19% teachers are strongly agree, 31% teachers are agree, 20% teachers are somewhat agree, 10% teachers are disagree and 20% teachers are strongly disagree to the statement that â€Å" The length of time of an English period is suitable†. 12. 3% teachers are strongly agree, 34% teachers are agree, 8% teachers are somewhat agree, 10% teachers are strongly agree and 5% teachers are strongly disagree to the statement that â€Å" Tests are taken regularly in an English class†. 609 ISSN  2039? 2117 Mediterranean  Journal  of  Social  Sciences Vol  3  (1)  January  2012 13. 12% teachers are agree, 8% teachers are strongly agree, 0% teachers are somewhat agree, 43% teachers are disagree and 37% teachers are strongly disagree to the statement that â€Å" teachers of linguistic are present for teaching English†. 4. 40 % teachers are strongly agree, 35% teachers are agree, 10% teachers are somewhat agree, 8% teachers are disagree and 7% teachers are strongly disagree to the statement that â€Å" Headmaster asks about performance from our teacher†. 15. 36% teachers are strongly agree, 28% teachers ar e agree, 6 % teachers are somewhat agree, 20% teachers are disagree and 10% teachers are strongly disagree to the statement that â€Å" Head master takes interest in our English Lesson†. 16. 30% teachers are strongly gree, 21% teachers are agree, 8% teachers are somewhat agree21% teachers are disagree and 20% teachers are agree to the statement that â€Å" duration of the period is reasonable†. 17. 30% teachers are strongly agree, 37% teachers are agree, 7% teachers are somewhat agree, 20% teachers are disagree and 6% teachers strongly disagree to the statement that â€Å" Monthly tests are given at school†. 18. 38% teachers are strongly agree, 40% teachers are agree, 5% teachers are somewhat agree, 10% teachers are disagree and 10% teachers are disagree to the statement that â€Å" period of English lesson begins in time†. 19. 3% teachers are strongly agree, 33% teachers are agree, 4% teachers are somewhat agree, 10% teachers are disagree and 10% teacher s are strongly disagree to the statement that â€Å" English is given importance in the annual progress of the student in school†. 20. 30% teachers are strongly agree, 15% teachers are agree, 30% teachers are somewhat agree, 10% teachers are disagree and 15% teachers strongly disagree to the statement that â€Å" The method of setting English paper is correct†. 9. Conclusions 1. 2. 3. 4. 5. 6. 7. 8. Teacher of English are not qualified and well trained. Teachers of English don not teach English in a proper manner.They are teaching through traditional (grammar translation) method. Teachers of English take their classes regularly. Teachers of English come to class with preparation. Audio- Visual aids are not used in English class. The course is not compatible to the present time. Teachers of linguistics are not present in our schools. English is given importance in the annual progress of the students in school. 10. Recommendations 1. 2. 3. 4. 5. Qualified and well traine d teachers may be appointed for English. Teachers who have command over pronunciation, functional grammar and vocabulary.Teachers of English may use modern teaching method instead of traditional methods. Direct method of teaching English may be used because it is a natural method of teaching a language. Audio visual aids may be used such as language lab; cassette player, computer and English talking dictionary are very helpful in teaching a language. English course may be made compatible to the present time. Native literature should be included in the curriculum instead of foreign, in order to arouse interest of the students. Teachers may be encouraged to get linguistics knowledge. They may be trained in phonology and phonetics. 10 ISSN  2039? 2117 Mediterranean  Journal  of  Social  Sciences Vol  3  (1)  January  2012 References Aggarwal J. C. 1995. Essentials of Examination System, Vikas Publishing House (pvt) Ltd Bhatti, M. A. 1987. Secondary Education in Pakist an: Perspective Planning. National Education Council, Islamabad. Pakistan. pp. 223242. Brutt- Griffler, J. (2002). Word English. A study of its development. Clevedon, England. Multilingual Matters. Government of Pakistan. 1998. National Education Policy ,Ministry of Education , Islamabad,Pakistan. pp. 45-47. Khan, Shafiullah (2007).Failure in the Subject of English at SSC Level . A Master Thesis ,University of Science and Technology ,Bannu. Sabiha Mansoor (2008) Culture and teaching of English as a second language for Pakistani students, Agha Khan University Karachi, Pakistan. Skutnabb-Kangas, Tove (2000). Linguistic Genocide in Education – or Worldwide Diversity and Human Rights? Mahwah, N. J. : Lawrence Erlbaum (also 2008, Delhi: Orient Longman). Kolawole (1997). ‘Essentials of Language Learning and Language Teaching’. In E. T. O. Bamisaiye (Ed. ). Studies in Language and Linguistics. Ibadan: Montem Publishers. Nicholas , H. (1982).A History of Foreign World in English , 48 Governors Street , London , UK. Encyclopedia Britannica. 2005, vol 13. Delhi, India . pp. 12-16. Causes of rising failure of the students in the subject of English (N0=100) Strongly agree =SA, Agree =A, somewhat agree =SWA, Disagree =DA, strongly disagree= SDA SA 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Teacher of English is qualified and well trained. Teacher of English teaches English in a proper manner. Teacher of English teaches his class regularly. Teacher of English explains difficult words in an easy way. Teacher of English comes with l preparation for his lesson.Audio-visual aids are used in the teaching of English. Syllabus of English is lengthy. Syllabus English is difficult. The course is compatible to the present time. There is suitable number of English periods in timetable. The time of an English period is suitable. Monthly test are taken regularly in an English class. Teachers of linguistic are present for teaching English. head master asks abo ut our performance from our English teacher The Head master takes interests in our English class duration of the periods is reasonable The 1st quarter, 3rd quarter and annual examination are given in School. he periods begin in time. English is given importance in the annual progress of the students in school. The method of setting the English papers is correct. 0% 0% 45% 52% 46% 12% 5% 3% 3% 27% 19% 43% 12% 40% 36% 30% 30% 38% 43% 30% A 0% 0% 54% 42% 36% 11% 5% 7% 6% 13% 31% 34% 8% 35% 28% 21% 37% 40% 33% 15% SWA 0% 0% 1% 2% 10% 2% 3% 14% 0% 5% 20% 8% 0% 10% 6% 8% 7% 5% 4% 30% DA 39% 64% 0% 4% 8% 29% 37% 20% 40% 20% 10% 10% 43% 8% 20% 21% 20% 10% 10% 10% SDA 61% 36% 0% 0% 0% 46% 50% 66% 50% 35% 20% 5% 37% 7% 10% 20% 6% 7% 10% 15% 611